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Check your speaker volume

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  1. Check your speaker volume Using the NGSS Practices in the Elementary Grades January 29, 2013, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Check your speaker volume with the Audio Setup Wizard

  2. Read about the program—2 of 5 Using the NGSS Practices in the Elementary Grades January 29, 2013, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Read about today’s topic • In this web seminar teachers will learn more about: • how engaging students in scientific and engineering practices builds on earlier approaches around inquiry but provides more support to educators. • how practices work together and how no practice is taught in isolation. • how practices support student learning in mathematics, reading, and language arts. • what the use of the practices really looks like in the classroom. • Presenters: Heidi Schweingruber, Deborah Smith, and Jessica Jeffries • Underwritten by the Carnegie Corporation of New York

  3. Create your profile—3 of 5 Using the NGSS Practices in the Elementary Grades January 29, 2013, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Create your Web Seminar profile

  4. Register for upcoming programs—4 of 5 Using the NGSS Practices in the Elementary Grades January 29, 2013, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Register for upcoming programs Algebraic Equations: Transit Tracks—Finding Habitable PlanetsJanuary 30, 2013 The NSTA Learning Center: An Online Portal With Free Resources for Educators January 31, 2013 Science Instructional Leadership in an Era of New Standards February 4, 2013 Read more at http://learningcenter.nsta.org/webseminars

  5. Visit the Learning Center—5 of 5 Using the NGSS Practices in the Elementary Grades January 29, 2013, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Visit the NSTA Learning Center http://learningcenter.nsta.org

  6. Title slide—Formal warm up, 6:15 p.m., 1 of 14 LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Using the NGSS Practices in the Elementary Grades Presented by: Heidi Schweingruber, Deborah Smith, and Jessica Jeffries January 29, 2013 6:30 p.m. – 8:00 p.m. Eastern time

  7. Agenda—2 of 14 Agenda • Tech details • Meet and greet • Presentation • Evaluation • Informal Q&A

  8. Check your speaker volume—3 of 14 Check your speaker volume 1 2

  9. Technical support—4 of 14 Tech Support Jeff LaymanNSTA Technical Coordinatorjlayman@nsta.org703-312-9384private chat message For additional tech help call: Blackboard Collaborate Support 1-877-382-2293

  10. Screen layout—5 of 14 Audio Adjust your speaker volume Participants window Names of moderators and participants Buttons: applause, away, raise hand, polls Screen marking tools Virtual pen, text box, clip art Chat window Send messages to the group or to a specific person

  11. Using the Chat Using the Chat • Your questions and ideas • Continue discussion in community forums • NSTA Learning Center, http://learningcenter.nsta.org/discuss/ • Minimize or detach and expand chat panel

  12. Preferences Preferences • Turn off notifications of other participants arriving • Edit -> Preferences General -> Visual notifications 1 2

  13. Practice emoticons—7 of 15 Giving applause 1 2

  14. Practice emoticons—7 of 15 Step away 1 2

  15. Practice poll—8 of 15 Poll 1 2

  16. Poll What is your role in education? • Classroom teacher • Principal or administrator • University faculty • Professional development coordinator or curriculum coordinator • Other

  17. Poll Did you attend the web seminar series on the practices in NGSS last fall? • Yes, I attended 1-4 web seminars. • Yes, I attended 5-8 web seminars. • No, I did not attend the series.

  18. Practice using tools—clip art—13 of 14 Clip art

  19. Clip art stamping—14 of 14 Where are you now?

  20. Start recording—title slide LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Using the NGSS Practices in the Elementary Grades Presented by: Heidi Schweingruber, Deborah Smith, and Jessica Jeffries January 29, 2013 6:30 p.m. – 8:00 p.m. Eastern time

  21. NSTA Learning Center—2 of 3 http://learningcenter.nsta.org

  22. About the NSTA Learning Center NSTA Learning Center • 10,400+ resources • 3,500+ free! • Add to “My Library” • Community forums • Online advisors to assist you • Tools to plan and document your learning • http://learningcenter.nsta.org

  23. Introducing today’s presenters Introducing today’s presenters… Ted Willard Director of NSTA’s efforts around NGSS Heidi Schweingruber National Research Council Deborah Smith Pennsylvania State University Jessica Jeffries State College Area School District

  24. Developing the Standards

  25. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  26. Developing the Standards July 2011

  27. A Framework for K-12 Science Education Three-Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Secure your own copy from View free PDF form The National Academies Press at www.nap.edu www.nsta.org/store

  28. Scientific and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

  29. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

  30. Disciplinary Core Ideas

  31. Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

  32. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

  33. Developing the Standards 2011-2013

  34. Second Public Draft • Second (and Final) Public Draft is now available for review • More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by Topics and by Core Idea • The public feedback survey has been completed revised • Review period ends on January 29th • Final release is expected by the end of March

  35. Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  36. Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  37. Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  38. Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  39. Practices in the Elementary Grades Practices in the Elementary Grades Heidi Schweingruber, National Research Council Deborah Smith, Pennsylvania State University Jessica Jeffries, State College School District, State College, PA

  40. What grade are you teaching this year?

  41. On a scale of 1-5, how familiar are you with the scientific and engineering practices in the framework/NGSS? 1 Not at all familiar 5 Very familiar 3 Somewhat familiar

  42. Guiding Assumptions • Children are born investigators • Focusing on core ideas and practices • Understanding develops over time • Science and engineering require both knowledge and practice • Connecting to students’ interests and experience • Promoting equity

  43. Children’s Competence Children starting school are surprisingly competent. They already have substantial knowledge of the natural world. They are not concrete and simplistic thinkers and can use a wide range of reasoning processes that form the underpinnings of scientific thinking Instruction must build on these foundations

  44. Children’s Reasoning • Young children can think in sophisticated, abstract ways. For example, they: • Distinguish living from non-living • Identify causes of events • Know that people’s beliefs are not an exact representation of the external world

  45. Living thing Non-living thing Fish Bird Vehicle Tool 4 legged animal

  46. Children’s Reasoning • Practice and instructional support are key • Children can learn how to control variables • They can learn how to evaluate evidence objectively

  47. Constraints on Children’s Reasoning • Conceptual knowledge – children are universal novices • Nature of the task • Awareness of their own thinking (metacognition) – their knowledge is often implicit

  48. Why Practices? • Practices engage students in science and engineering AND leverage learning – provide opportunities for reflection and consolidating understanding

  49. The Power of Conceptual Knowledge Understanding is constructed on a foundation of existing understanding and experiences. Students need to learn how ideas are related to each other and their implications and applications in the discipline. This requires conceptual change, which requires intentional effort and instructional support. -- For many ideas in science, students are unlikely to arrive at an understanding of them without explicit instruction (for example, understanding atomic-molecular theory or genetics).